A Geographical Perspective on Inequality: The New York City School Funding Controversy

Students often ask whether the examples we give as instructors have any relevance to their worlds, to their lives. Too often the answer is no. This paper describes a case that is obviously pertinent to both secondary and university students and their instructors. The legal battle over equality and r...

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Bibliographic Details
Published inJournal of geography (Houston) Vol. 102; no. 5; pp. 193 - 201
Main Authors Koch, Tom, Denike, Ken
Format Journal Article
LanguageEnglish
Published Indiana Taylor & Francis Group 01.09.2003
National Council for Geographic Education
Taylor & Francis Ltd
Subjects
Case Studies
Cities
Civil rights
Civil Rights Legislation
College Students
Developed Nations
Distributive justice
Education
Educational Change
Educational Equity (Finance)
Educational Finance
Enrollments
Equal Education
Equal rights
Family Income
Financial Support
Funding
Geodemographics
Geography
Geography Instruction
Globalization
Health Programs
Human geography
Inequality
law
Low income groups
Lunch Programs
New York
Philosophy
Poverty
public funding
Public Schools
Racial Discrimination
Regional Schools
Relevance (Education)
School districts
School employees
Secondary School Teachers
Social Justice
Social Problems
Social sciences
Students
Teaching
Urban Schools
White Students
Whites
New York
Canada
United States > US
New York City New York
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Summary:Students often ask whether the examples we give as instructors have any relevance to their worlds, to their lives. Too often the answer is no. This paper describes a case that is obviously pertinent to both secondary and university students and their instructors. The legal battle over equality and racial discrimination in the New York City School system presents not simply a rich field for geographical consideration but also a pertinent one. It brings to students and their instructors a complex of economic, legal, and social issues played across a discrete spatial surface. As importantly, it offers a case study exploring the difficulties of both defining and then achieving distributive justice in post-modern environments in a context students and their instructors will recognize as relevant and timely. The discussion that results may be useful in economic, legal, locational, and social geographic instruction.
ISSN:0022-1341
1752-6868
DOI:10.1080/00221340308978547